差異化教學與國小英語教學

Integrating Differentiated Instruction in Elementary School EFL Classrooms

國小自實施英語教學以來，學生程度落差過大一直是多數教師在教學上面臨的最大挑戰。差異化教學則是因應學生程度落差，為回應學生不同學習需求的基本教學原則或教育哲學，隨之發展出針對不同學習需求的教學方法及策略。但是，自推動差異化教學以來，國小英語教學在差異化教學的實踐上，仍存在不少的迷思與誤解。本文旨在透過理念探討與具體活動設計，釐清差異化教學在國小英語教學上的重點，以期有效落實差異化教學之精神。本文也提出五項常見迷思，以彰顯對於差異化教學過於簡化的詮釋可能造成在國小英語教學實踐上所產生的問題。

One of the major challenges for the elementary school EFL teachers is to meet the learning needs of students with diverse proficiency levels in regular classrooms. One solution to the long standing problem is to adopt differentiated instruction with students who have varying levels of readiness. However, some myths and misconceptions emerged after years of practices in differentiated instruction. By discussing concepts and misconceptions with exemplar activities, this paper attempts to call attention to a number of important issues in the integration of differentiated instruction in the elementary school EFL classrooms. It also addresses five myths about the principles and practices of differentiation, which illustrate how hasty interpretations may lead to mis-implementation of differentiated instruction in elementary school EFL classrooms.